< Previous Curriculum in-depth Next > French “Becoming an active communicator in the world’s global village” Our Languages Curriculum intends to: Broaden pupils’ horizons by developing a passion for languages and cultures and recognise the additional career opportunities open to people who speak an additional language. Ensure that every pupil is encouraged and supported to study a language for GCSE. Encourage a growth mind-set in pupils to learning a new language and develop the confidence to communicate. Secondary Choices Process Learn More Overview of the Course: The learning of a language encourages respect for other people; it fosters an understanding of the interrelation of language and human nature. Studying any foreign language will broaden minds and give pupils a better insight into the world around us. It will encourage empathy as an individual. It demonstrates openness to society and an ability to communicate with others on all levels. The learning of a language supports an appreciation of cultural diversity. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education will foster pupils’ curiosity and deepen their understanding of the world. This enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for the pupils to communicate for practical purposes, learn new ways of thinking and read great literature in the original language, equipping pupils to study and work in other countries Pupils will continue to study the language they have learnt at Westgate since Year 7. Some pupils choose to continue with a second language. German will also be offered as a GCSE starting in Year 9 (dependant on pupil numbers). Several trips run throughout the year to complement the learning of languages and broaden pupils’ cultural experiences. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Overview of the Course: Key stage 3 is organised in engaging termly topics though which the key skills are taught. Pupils in every class will be encouraged to verbally express themselves through a range of structured talk opportunities, as well as developing close and active listening skills. Both the reading and writing skills are explicitly taught so that the pupils can develop their confidence throughout the two years. Course Content: Year 7 Year 7 focuses on developing the skills needed to become an active language learner; pupils will choose to study French or Spanish. In the Autumn Term, the unit: ‘This is Me’ teaches the pupils the skills for them to become confident at learning a language by encouraging pupils to speak almost immediately. The Spring term, using the world of comic books, encourages the pupils to give opinions and talk about themselves; Picasso and Dali stimulate descriptive language in the Summer term. Year 8 Year 8 builds and develops the skills from Year 7. Most pupils will continue to study the language they chose in Year 7. Confident linguists may also choose to study French/Spanish in Year 8 as a second language; we will offer these depending on sufficient interest. (German is on offer to start at GCSE in Year 9 dependent on uptake.) Places and buildings are used to introduce the pupils to the future tense, through a topic on future towns and the past tense is introduced in the Spring Term when the pupils focus on castles and jousting! The Summer Term helps build on the pupils’ cultural capital, as well as their language skills, with a focus on celebrations: festivals and traditions. Many of the topics - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Listening and Speaking: First pupils interact with their target language by developing active listening skills and the confidence of speaking a new language and communicating with each other. Reading: pupils’ skills are built up by activities involving word recognition and very quickly they develop the skills needed to decode meaning in more challenging texts. Writing: using sentence starters, vocabulary booklets and active learning strategies, pupils begin to construct meaning and manipulate language to express themselves and communicate in writing Assessment: Throughout KS3, the four skills of speaking, listening, reading and writing are assessed. The pupils are fully prepared for these in lessons before their summative assessment. We build on our language skills. The topics covered will be: Me, myself and friends. Home, town, neighbourhood and region. Free time activities Food and eating out. Healthy eating. Customs and festivals. GCSE French syllabus We will consider 3 main themes: Identity and Culture. Localm national, international and global areas of interest. Current and future study and employment. Assessments GCSE German has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: Demonstrate general and specific understanding of different types of spoken language Follow and understand clear standard speech using familiar language across a range of specified contexts Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts Take part in a short conversation, asking and answering questions, and exchanging opinions Convey information and narrate events coherently and confidently, using and adapting language for new purposes Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate Initiate and develop conversations and discussion, producing extended sequences of speech Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view Use accurate pronunciation and intonation such as to be understood by a native speaker Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: Understand and respond to different types of written language Understand general and specific details within texts using high frequency familiar language across a range of contexts Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate Translate a short passage from German into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: Communicate effectively in writing for a variety of purposes across a range of specified contexts Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince Translate sentences and short texts from English into German to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Exam Board: AQA 8658 French is not taught within our school day as we focus on Spanish. However, we do run a weekly after school class taken by subject specialists for pupls interested in learning French in addition to Spanish. For further information please look on EduLink or contact the school directly. French is not taught within our school day as we focus on Spanish. However, we do run a weekly after school class taken by subject specialists for pupls interested in learning French in addition to Spanish. For further information please look on EduLink or contact the school directly.

Sports and Extra Curricular Leaders < Previous Pupil Leadership Next > Our aims are to provide as many sporting and extra-curricular opportunities as possible to the pupils both during and after school. A variety of clubs will run during break, lunch and after school which all pupils are welcome to attend. We aim to make the clubs more inclusive so that everybody is involved and have equal opportunities to take part. Additionally, if any pupils have suggestions for new club ideas, then they are more than welcome to speak to a member of staff or a senior council member who can report it back to us as the sports and extra-curricular leaders.

Enriching the Curriculum Secondary Phase Clubs

< Back Emergency Paediatric First Aid training courses This qualification is designed for learners with a responsibility for the care of children and babies and provides knowledge and skills to deal with a range of paediatric first aid conditions and incidents. The purpose of the qualification is for the learner to attain the knowledge and practical competence required to deal with a range of Paediatric First Aid situations. Duration Total qualification Time (TQT) is 7 hours, with 6 Guided Learning Hours (GLH) in the classroom, plus some pre-course study. The qualification can be delivered over a maximum of a 4-week period, with each training session being a minimum of 2 hours. Syllabus A range of subjects is covered including:- • Role of the Paediatric First Aider • Seizure • Primary survey • Choking • Resuscitation (CPR including the safe use of an AED) • Minor injuries • Wounds, bleeding and shock • Recovery position £ 50 Availability From May Previous Next

Support Year Leaders

Girls Football (Yr 1-6) After school, Wednesdays 3.30-4.30 pm Yr 4-6 Girls Fridays 3.30-4.30 pm Yr 1-3 Girls < Previous Enriching the Curriculum Primary Clubs Next > This is an externally organised club. Ms Charlie Gordan is an experienced coach who works alongside Winchester City Flyers. There is a cost for this club of £35 per child. Please book by emailing: charlotte@feebafootball.com Or using the link : http://feebafootball.com/book-a-feeba-session/

The Charity Group < Previous Pupil Leadership Next > The charity group has always been very busy this term, year 8 baked cakes and sold them to raise funds for Macmillan cancer research. We collected over 260 shoe boxes for the Christmas child appeal. Non uniform day in November raised a massive £1,0051. pounds for Children in Need. We had a live band performance from two of our very successful and popular school bands. Friday 5th December the school wore Christmas jumpers to raise funds for our school PSA, they had contributed bottles, chocolates, money and jam jars filled with sweets to be sold at the fair. The poppy appeal and sales of poppies was £355.00. Mr Wylie and colleagues baked cakes and started to persuade a number of members of staff into running a half marathon or 10K in the ABP Southampton race in April. We will be raising funds for teenage Cancer Charity Trust. We will also have our own Fun run in school when the weather gets a bit better. ​ Our next project is to support an orphanage in Kenya and to provide them with school uniform so that they can attend school. An ex pupil of the school, Beth, has already been into school and explained how she got involved in the orphanage and is now a main trustee. In January the charity group will visit each tutor group and explain how they can help. ​ As always we are grateful to each and every member of our school who contributes in whatever way in donating money, offering support and ideas for fund raising and to the charity group who give up their time each week and for each event. If you need support for a charity close to your heart please speak to any member of the charity group or come along to a meeting and tell us what you need.

< Previous Curriculum in-depth Next > Sculpture “Art is not what you see but what you make others see” At The Westgate School our Sculpture curriculum intends to: Develop intuition, reasoning, imagination and dexterity into unique forms of expression and communication. Promote self-esteem, while teaching us to respect each other and show empathy for each other’s individual identities. Give space to think openly and to have confidence in our own opinions on life and the world around us. Encourage a culture of questioners rather than a culture of responder. Secondary Choices Process Learn More EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content In Year 7 pupils will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. In Year 8 pupils will build on these skills, techniques, knowledge and understanding introduced to them in Year 7. They will be encouraged to show refinement within their work and challenge themselves in a creative way. Pupils will work through three different projects per year, engaging in practical tasks, discussion, group work and home learning projects. Each termly project is designed to help pupils understand the art they see around them and why art is so important within the world and in recording historical events in a visual way. Each project is designed to cover practical skills, knowledge and understanding and creative thinking. Pupils will experiment with both 2D and 3D media and explore techniques including painting, printing, collage, and sculpture. Course content: During the course of Year 9 pupils will be required to work in the following two areas: building upon their KS3 knowledge and prodviding strong foundation skills for GCSE Ceramics; pinch, coil and slab techniques Wire/Willow sculpture Card board sculpture Mixed media/assemblage Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study within. making appropriate use of colour, line, tone, texture, shape and form using different approaches to recording images, such as, observation, analysis, expression and imagination showing in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres investigating different ways of working, as appropriate to their chosen area(s) of learning providing evidence of an understanding of spatial qualities, composition, rhythm, scale and structure Knowledge and Understanding: Pupils will gain knowledge and understanding of: how ideas, feelings and meanings are conveyed in images, artefacts and products a range of art, craft and design processes in two and/or three-dimensions and traditional and new media and technologies how images, artefacts and products relate to their social, historical, vocational and cultural contexts a variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society a working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning Sculpture - Art and Design (Three-dimensional design) GCSE P upils will gain knowledge and understanding of how ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study within Make appropriate use of colour, line, tone, texture, shape and form Use different approaches to recording images, such as, observation, analysis, expression and imagination Show in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genresI Provide evidence of an understanding of spatial qualities, composition, rhythm, scale and structure Knowledge and Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning within Fine Art A range of art, craft and design processes in two and/or three-dimensions and traditional and new media and technologies How images, artefacts and products relate to their social, historical, vocational and cultural contexts A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. Home Learning: Pupils will be set 1 hour of Home Learning per week . Exam Board: AQA - 8205 Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject.

Enriching the Curriculum Teaching colleagues are passionate about making learning in their subject applicable to life outside of school. At the Westgate School, pupils will have opportunities to participate in planned enrichment activities that are integral to the way in which our curriculum is taught. Examples of this might include field work in Geography, outdoor learning in the primary phase and regular theatre visits to enrich pupils’ learning in Drama. Learning beyond the classroom begins in the Early Years Foundation Stage where the concept of free-flow, children moving their learning to different settings, is encouraged and supported through the design of our fantastic buildings. Similarly, we encourage pupils to learn together through enrichment activities such as participating in our regular music concerts. Our musical groups and choirs are varied and represent a range of experiences. It is also not unusual to see adult members of our school community participating in musical events – another example of our community of learning in practice. In the Primary Phase, pupils will take part in music and drama, supported by older pupils and specialist teachers. A highlight of our school calendar is our carol concert in Winchester Cathedral which sees performances representative of all members of our learning community, including the participation of all pupils in Year 7. The Westgate School is a flagship school for Hampshire Music Service with whom we enjoy a close partnership to the benefit of our young musicians. In addition to structured enrichment activities, the School has a wide range of clubs that support learning and foster enthusiasm for a subject. Pupils can choose to attend Art or Humanities clubs where they are immersed in extended learning and are supported informally by specialist teaching colleagues. Our Home Learning Club offers additional support where pupils can enjoy working in our Learning Resource Centre with other pupils providing support or, with the help of older pupils. ​ Celebrating Excellence The Westgate School has a long history of academic excellence; enrichment activities are not only part of this, but are central to our school’s ethos. As a member of The Westgate community, excellence is both about achieving good results and, demonstrating excellent learning skills. We celebrate this not only through academic results, but through participation; our annual Sports Presentation Evening the School’s Honours Evening recognise individual journeys to excellence in a wide range of learning experiences. Each year we mark the achievements of our Year 11 pupils with a Presentation Evening - a very proud evening for our school. ​ ​ Anchor 1 Community Lettings Learn More The Duke of Edinburgh Award Learn More All Primary Phase Clubs Art Club - Flying Colours (Yr 1-6) Learn More Ballet Starz (Year R to 6) Learn More Drama Club (Yr 3-6) Learn More Feeba Summer Camp Learn More All Secondary Phase Clubs

The Duke of Edinburgh Award < Previous Enriching the Curriculum Next > The Duke of Edinburgh Award is a nationally recognised scheme designed to extend the life experiences of young people. We are the biggest DofE school centre in Hampshire. 10 Step eDofE User Guide for Participants .pdf Download PDF • 1.01MB Participants choose to support our school community through volunteering to read with Primary Phase pupils or, by helping at after school clubs. Others look further afield and volunteer in our local communities. Pupils are required to engage in a range of skills that may include: producing art, musical compositions or learning a new sport. Perhaps the most exciting section is the Expedition. We work with pupils in planning their routes, choosing and cooking their foods and how to pack and carry their loads over the two-day journey. We start small with pupils walking for a day with small day-sacks then progress to carrying and cooking food outdoors before the Practice and Assessed Expeditions. Throughout the whole adventure our large number of trained colleagues are on hand to guide and support. Parents are also helped: For many, it is the first time that they have had to let their child lead the way - but it's a wonderful opportunity for young people and something that we are proud to offer in our school. At The Westgate School we have a thriving DofE group with over 90 Year 9 and 10 pupils participating each year. In Year 9 pupils may start their DoFe adventure by completing the Bronze Award and then in Year 10 they can continue onto the Silver Award. We carry out training after school and then in the summer term travel across the South Down's Way to complete our expedition section. ​​For more information please see dofe.org

< Back Year 5 Timetable Previous Next

< Previous Curriculum in-depth Next > The Wellbeing Curriculum “Building resilience in a modern world”. Our wellbeing curriculum intends to: Promote emotional wellbeing and mental health. Embed an understanding of how to remain resilient and self-aware of pressures. Consider how physical activity can promote well-being for all. Consider how we can support others in our community. Secondary Choices Process Learn More Overview At The Westgate School we make the wellbeing of the individual a top priority: academic success can only come from feeling emotionally safe and secure. In order to become confident and resilient individuals, young people need to be taught the skills to look after their emotional and physical wellbeing therefore, our academic curriculum is supplemented by a school-designed curriculum for wellbeing that is led by pupils and, our school's lead for mental health, Mrs. Woodall - Head of primary phase. The school year is punctuated by 'Wellbeing Days' in which all pupils participate. Parents and carers are invited to support these events and regular Partners in Learning opportunities also aim to help parents and carers to deepen their skills in supporting their child's wellbeing. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Year 7 Assemblies Pupil support team, road safety, young carers, supporting charities, enrichment opportunities, anti-bullying, having a growth mind-set, choices, internet safety, bravery and p Tutor Programme GROUP, mentoring, highlight of the week, GSA (Club). Science Diet and nutrition, balanced diets, sports injuries, fertilisation, puberty, stomach aches: English & Media Qualities of a good person (heroes), mean girls: representation of women, confidence in Maths Considering our health and fitness (data). M PE & Dance Hygiene – Importance of clean kit, team work, confidence (when performing), - Personal Development & Religious Enquiry. Healthy bodies, healthy minds, promoting different cultures and faiths, sex education E Safety, careers and finance, leadership, emotional health and wellbeing, The science of learning, law and order, RRR. Ethicalthinking, Islam and Christianity History The Feudal System (belonging), the church (belonging), the black death (people Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, s The Arts Making mistakes and improving, supporting each other, feeling safe and secure, Identity. African arts: accepting different cultures. Languages Food / healthy diet, exercise, confidence (speaking). Year 8 Assemblies Supporting charities (Shoebox appeal), taking responsibility, enrichment opportunities, anti-bullying, having a growth mind-set, resilience, choices, internet safety, bravery and Tutor Programme Mentoring Reflections Highlightoftheweek Science Drugs,hHealth industry, antibiotics, Africa: malnutrition, vitamin C and AIDS English & Media Appreciating other cultures and lifestyles, Maths PE & Dance Teamwork, confidence (when performing) Resilience and perseverance (X country) Healthy lifestyles. Personal Development & Religious Enquiry Making choices, Online safety, Sexting, - Contraception, Promoting different cultures and faiths, the science of learning, emotional health and wellbeing, Sex and Relationships, E Safety. Judaism as a major world faith, religion in the media and Buddhism and meditation. History Slave trade: how it destroys freedom and wellbeing, British empire: imposing wellbeing. Industrial Revolution–bough tabout wellbeing. Geography Sustainability: making the right choices. Migration: understanding reasons for immigration. Technology Healthy eating (5 a day), eatwell Guide, nutritional analysis, food related illnesses. The Arts Making mistakes and improving, supporting each other, layers of security, identity, MFL The benefits of a good diet and exercise, the dangers of smoking, Confidence (speaking). Year 9 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Science Stem cell therapy and ethical dilemmas. Chemistry of food and digestion. English & Media Reflecting on relationships. Racism and overcoming it, qualities of a hero, ambitions, overcoming challenges. Confidence in spoken language. Maths Personal finance project: NIC, PAYE, managing a budget and borrowing PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Parliament and the rule of law in the UK and beyond. Current health issues in society, mindfulness, and mental health. Managing stress and anxiety. Careers and the environment. Drugs and alcohol awareness. Human rights Careers and the environmen. Drugs and alcohol awareness. Human rights Money management History Wellbeing of populations. Poppy Appeal. Causes and cures of disease. Geography Human development Economic development Climatechange Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol Year 10 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Science Vaccination, Antibiotics, and painkillers. Discovery and development of drugs. Hormones and the artificial control of fertility. English & Media Coping with trauma and loss, standing up for beliefs, responsibilities and looking after others. Ethics of science. Maths Where is the best place to live: statistical analysis PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Careers and preparing for the future. Mental health, resilience, anxiety and stress management. Staying safe online. History Fleeing for Wellbeing. Land, trade and war. Respecting other religions Rebuilding the city of London Geography Poverty, Equality. Looking after our environment. Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, Managing food intolerances, reuse and recycle (benefits), food for enjoyment. The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol Year 11 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Post 16 learning opportunities, Careers information, BREATHE: being in control. Science Contraception and fertilisation. Inheriteddisordersand genetic screening. English & Media Resilience in preparation for exams. Maths Personal finance (certificate). PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Careers and preparing for the next step. Economics and finances. Cyber safety. Exam stress management. History Time of greater wellbeing for Germans. Increased jobs after the depression. Ending slavery in Africa. Geography Poverty, equality. Looking after our environment. Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, Managing food intolerances, reuse and recycle (benefits), food for enjoyment. The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol Primary Phase Cross Curricular Philosophy for Children, growth mindset approach, collaborative learning, outside learning, use of visitors, THRIVE approach, positive relational behaviour approach with a focus on restoration. Preteaching and master classes to promote confidence. Digital safety. Cultural Capital. Westgate School Values: Be kind, Be respectful, Be responsible Assemblies School Values, taking responsibility, Characteristics of Effective Learning – positivity, supporting charities (Shoebox appeal). Enrichment opportunities, awe & wonder, antibullying, having a growth mind-set, Choices, Internet Safety, Bravery, pupil support team, Road safety, celebration of difference. Science Appreciation and love of the natural world, Understanding and knowledge of changing seasons and growing Forest Learning opportunities, Diet and nutrition, balanced diets, importance of physical exercise, puberty (KS2). English Confidence in spoken language and oracy, development of vocabulary. Promoting a love of reading as key to our curriculum. Qualities of a good person (heroes), representation of women, appreciating other cultures and lifestyles through a wide range of texts including fiction, non-fiction, and poetry. Maths Group learning & master classes. PE & Dance Developing confidence and skill in different movements and sports. Personal Development & Core themes in PD - Health & well-being - physical & mental health, health & wellbeing, Relationships, Living in the wider world and environment, Living in the wider world – Rights and Responsibilities. Religious Enquiry Values - Democracy, Rule of Law, Tolerance of different faiths and religions, mutual respect, Individual liberty. What is RE, The search for truth and meaning, knowledge of different religious traditions: YR & KS1 - Christian and Hindu Traditions Year 3 & 4 - Christian, Buddhist and Jewish Traditions Year 5 & 6 - Christian, Islamic and Jewish Traditions Inspirational figures and Leaders. History The lives of significant individuals in the past who have contributed to national and international achievements – Florence Nightingale, Mary Seacole, Mary Anning (KS1). Events beyond living memory that are significant nationally or globally great Fire of London (KS1) Stone Age, Iron Age, Roman Empire, Ancient Greeks (KS2). Significant historical events, people and places in their own locality- William Walker, History of Winchester. British History chronologically. Geography Developing knowledge of our local environment, the UK and the world. Physical and human geographical skills and knowledge. Being citizens, Being part of a community, Our place in in the world (industries and careers), tribes and how we live, Tourism and the need for leisure. Sustainability: making the right choices. Technology Healthy eating (5 a day), Eatwell Guide, Nutritional analysis, food related illnesses, - managing food intolerances, reuse and recycling (benefits), food for enjoyment, experience of the design process – design, make and evaluate. The Arts Opportunity to learn an instrument and sing in a group. Experience to perform. Appreciation of different types of music. Appreciation of different styles of Art, different mediums and a wide variety of artists. Making mistakes and improving, supporting each other, feeling safe and secure, identity, arts from different cultures celebrating different cultures. Spanish Knowledge of a different country and confidence in speaking another language. Primary Phase Cross Curricular Philosophy for Children, growth mindset approach, collaborative learning, outside learning, use of visitors, THRIVE approach, positive relational behaviour approach with a focus on restoration. Preteaching and master classes to promote confidence. Digital safety. Cultural Capital. Westgate School Values: Be kind, Be respectful, Be responsible Assemblies School Values, taking responsibility, Characteristics of Effective Learning – positivity, supporting charities (Shoebox appeal). Enrichment opportunities, awe & wonder, antibullying, having a growth mind-set, Choices, Internet Safety, Bravery, pupil support team, Road safety, celebration of difference. Science Appreciation and love of the natural world, Understanding and knowledge of changing seasons and growing Forest Learning opportunities, Diet and nutrition, balanced diets, importance of physical exercise, puberty (KS2). English Confidence in spoken language and oracy, development of vocabulary. Promoting a love of reading as key to our curriculum. Qualities of a good person (heroes), representation of women, appreciating other cultures and lifestyles through a wide range of texts including fiction, non-fiction, and poetry. Maths Group learning & master classes. PE & Dance Developing confidence and skill in different movements and sports. Personal Development & Core themes in PD - Health & well-being - physical & mental health, health & wellbeing, Relationships, Living in the wider world and environment, Living in the wider world – Rights and Responsibilities. Religious Enquiry Values - Democracy, Rule of Law, Tolerance of different faiths and religions, mutual respect, Individual liberty. What is RE, The search for truth and meaning, knowledge of different religious traditions: YR & KS1 - Christian and Hindu Traditions Year 3 & 4 - Christian, Buddhist and Jewish Traditions Year 5 & 6 - Christian, Islamic and Jewish Traditions Inspirational figures and Leaders. History The lives of significant individuals in the past who have contributed to national and international achievements – Florence Nightingale, Mary Seacole, Mary Anning (KS1). Events beyond living memory that are significant nationally or globally great Fire of London (KS1) Stone Age, Iron Age, Roman Empire, Ancient Greeks (KS2). Significant historical events, people and places in their own locality- William Walker, History of Winchester. British History chronologically. Geography Developing knowledge of our local environment, the UK and the world. Physical and human geographical skills and knowledge. Being citizens, Being part of a community, Our place in in the world (industries and careers), tribes and how we live, Tourism and the need for leisure. Sustainability: making the right choices. Technology Healthy eating (5 a day), Eatwell Guide, Nutritional analysis, food related illnesses, - managing food intolerances, reuse and recycling (benefits), food for enjoyment, experience of the design process – design, make and evaluate. The Arts Opportunity to learn an instrument and sing in a group. Experience to perform. Appreciation of different types of music. Appreciation of different styles of Art, different mediums and a wide variety of artists. Making mistakes and improving, supporting each other, feeling safe and secure, identity, arts from different cultures celebrating different cultures. Spanish Knowledge of a different country and confidence in speaking another language.